The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1887-10-20
THROW ALGEBRA OUT.

There is probably no subject taught in
high schools and colleges of which the
students know less when the course is
completed than Algebra. 1t constitutes
part of every high school course and
the only purpose it serves is to furnish
an expedient,-a mechanical device to
solve problems. The pupil who would
otherwise give some thought to the con-
ditions of problem and perceive the
logical sequence of successive steps in
its solution, makes use of the algebraic
formula, and this branch of the science of
number becomes a substitute for that
old continuance for obtaining the answer
to problem known as Position.
Why does Algebra find place in the
high school course? What is a knowl-
edge of it designed to give the pupil?
Wherein is it essential to proper under
standing of any other subject taught in
the high school? What mental discipline
does it give the student at that period
when custom requires he should begin
the study? How many graduates of high
schools get any further knowledge of
Algebra than just sufficient to depreciate
the disciplinary value of arithmetic?
Even the average college graduate would
be puzzled while invehtorying his stock
Of knowledge to give reason why he
should include Algebra among the assets.
How many graduates do you find who
have a real knowledge of Algebra?" the
writer asked gentleman who had COM
pleted the regular and post graduate
course at Johns Hopkins University. Il
would have to think some time before |
could mention one" was the reply.
The mental power which the study of
Algebra developes and brings to the vigor
of maturity requires as condition pre-
cedent mind well equipped in all things
essential to the exercise of the reasoning
faculty. The power of generalizing does
not come into active operation until the
mind acquires the habit of philosophic
research. To generalize without facts is
OH ttObSl IiltcoS1D1litS cllSt plIil Jul
school courses introduce study design
ed to give the pupil this power before he
has the material on which to exercise it.
The pupil puts his algebraic knowledge
to the only use possible in view of his &C
quirements-a formula for solving prob
lens with minimum outlay of thought
There is no excuse that a smattering
Of algebraic knowledge is required to
properly understand other subjects, be-
cause neither analytical geometry or the
calculus is taught. We have then, Alge-
bra taught solely in Difference to custom
at time when no beneficial results can
accrue either In a disciplinary sense or as
an requirement of practical value. The
second grade teachers certificate requires
knowledge of Algebra and not of geom-
etry or natural philosophy. That is, it
requires the training requisite for phil
osopher before it demands the knowledge
suited to the pupil. What philosophic
arrangement! And the examiner for
teachers certificates must treat Algebra
as sort of bastard Arithmetic if any one
is to pass"
The high school which graduates a
pupil having no knowledge of one of the
subjects required for second grade GER
tlficate would be cried down as worthless,
and so time must be wasted in Algebra
at an age when it is doubtful whether
Descarte or Newton could get much ben
eft from study of the subject. Our
school laws sadly need revision